We need to talk about self-esteem: The effect of contingent self-worth on student achievement and well-being.

Fairlamb, Samuel

doi:10.1037/stl0000205

Cited by 19 publications

(10 citation statements)

References 66 publications

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“…For example, students who have high self-esteem and self-worth may participate actively in their classes and answer questions, even when they have doubts that their answers are correct. Also, as reported by Fairlamb (2020) , there is a greater likelihood that such students will establish healthy interpersonal relationships, have stronger problem-solving skills and higher creativeness, claimed to be related to achieving higher academic outcomes. Furthermore, in science and health, student achievement and confidence scale scores have been explored in relation to “Belonging at School” scale scores.…”

Section: Literature Reviewmentioning

confidence: 89%

The “Trade-Off” of Student Well-Being and Academic Achievement: A Perspective of Multidimensional Student Well-Being

et al. 2022

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Student well-being and its relationships with academic achievement in China have not been well-investigated. This study aimed at investigating student well-being and the trade-off of the well-being and academic achievement with a sample of 1,353 Chinese high-school students from four cities in China during coronavirus disease 2019 (COVID-19) pandemic period. The six dimensions of well-being (academic, psychological, self, physical, social, and spiritual) were utilised to test the relationships with three subjects including Mathematics, English, and Chinese using a quantitative analysis. In this study, the relationships between six dimensions of well-being and three academic subject achievements were tested in one statistical model. Results showed that spiritual well-being was ranked the highest, followed by psychological, physical, self, and social well-being. Students gave the lowest ranking to academic well-being. The two significant paths identified were between spiritual well-being and two subjects, namely, Chinese and Mathematics. It is interesting to note that the other five dimensions of well-being were significantly associated with any subjects and English was not significantly related to any dimensions of well-being in this study. Our findings suggested that policymakers and other stakeholders should avoid an “all or nothing” mindset on practice when considering well-being as a multidimensional construct.

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Section: Literature Reviewmentioning

confidence: 89%

The “Trade-Off” of Student Well-Being and Academic Achievement: A Perspective of Multidimensional Student Well-Being

et al. 2022

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“…Self-esteem is an important resource in both adults and adolescents (Fairlamb, 2020). Global self-esteem in a school context has been shown to relate to higher grades (Crocker et al, 2003a, b), higher motivation, and lower school burnout (Herrmann et al, 2019).…”

Section: Gender Role Self-concepts and Self-esteemmentioning

confidence: 99%

“…Global self-esteem in a school context has been shown to relate to higher grades (Crocker et al, 2003a, b), higher motivation, and lower school burnout (Herrmann et al, 2019). In contrast, having high academic contingent selfesteem places additional stress on students to achieve good results, as not only their academic reputation but their feeling of self-worth is perceived to be at risk (Burwell & Shirk, 2006;Crocker & Park, 2004;Fairlamb, 2020;Herrmann et al, 2019). Indeed, researchers have found relations between highly contingent self-esteem and depressive symptoms (Burwell & Shirk, 2006; Otterpohl et al, 2020) and lower global self-esteem (Moore & Smith, 2018;Schöne & Stiensmeier-Pelster, 2016;Schöne et al, 2015).…”

Section: Gender Role Self-concepts and Self-esteemmentioning

confidence: 99%

Instrumentality Gives Girls the Edge: Gender-Differential Relations Between Instrumentality, Achievement Motivation, and Self-Esteem

2022

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Gender differences in school are often discussed in reference to a particular type of masculinity, negative masculinity, which is often conceptualized as detrimental to success. Another type of masculinity, instrumentality, has rarely been studied in schools even though instrumental characteristics are often exalted outside the academic context. The current study focuses on potential benefits that students may reap from instrumentality. The extent to which an instrumental self-concept is directly and indirectly associated with achievement motivation and self-esteem was examined for adolescent boys and girls in a structural equation model (SEM). A sample of German ninth graders (N = 355) completed self-report measures pertaining to their gender role self-concept, hope for success, fear of failure, and global and academic contingent self-esteem. The SEM revealed that instrumentality was associated with lower fear of failure and higher hope for success for both male and female adolescents. High scores in instrumentality were associated with greater self-esteem and lower academic contingent self-esteem. The association between instrumentality and global self-esteem was stronger for adolescent girls, and the indirect association between instrumentality and fear of failure through global self-esteem was significant only for girls. Results indicate that instrumentality can be an asset for students and that female students especially reap the benefits of an instrumental self-concept. The results are discussed in reference to the dangers of emphasizing solely the association between negative masculinity and academic failure, and the importance of studying relations with gender role self-concept separately for male and female adolescents.

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“…Here, we see participants talk about the impact of receiving good grades: that it encourages them to 'chase' subsequent high marks and 'pushes' them on. This focus on future performance is important, because research has shown that academic self-esteem fluctuates (Fairlamb, 2020). As such, if we can establish ways in which students are continually developing their academic abilities, this suggests that this will have a positive impact on self-esteem.…”

Section: My Marks Pushed Me On So Much… It Just Gave Me Such a Lift (...mentioning

confidence: 99%

‘If I do well I feel on top of the world’: Investigating the impact of psychology students’ academic achievement on self-esteem

Hendry¹,

Wilson²,

Gilmour³

2022

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Academic achievement can be thought of as the extent to which learning has been accomplished. Previous work suggests that students’ self-esteem is impacted by academic achievement, though it is not entirely clear why this is. The current study therefore explored this through interviewing eight psychology students from a Scottish university, before using Braun and Clarke’s (2006) six stage reflexive thematic analysis to analyse the resultant data. Two themes of Grades and feedback and Peer comparison were identified, highlighting two important conclusions. Firstly, self-esteem is positively impacted by strong performance, and negatively impacted by poor performance but that crucially, this is mediated by others’ poor performance. That is to say, good grades and feedback make students feel good, and poor grades and feedback make students feel bad, but such ‘badness’ is appeased if peers perform equally poorly, which has potential consequences for peer relationships. Secondly, students value feedback in order to increase their chances of academic achievement, noting the negative impact on self-esteem when feedback is not constructive, just critical. This highlights the importance of ‘mindful marking’ in terms of taking care to provide useful feedback to students to improve their work; something that is reported to be hugely appreciated. Implications, limitations and future research suggestions are detailed.

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We need to talk about self-esteem: The effect of contingent self-worth on student achievement and well-being.

Cited by 19 publications

References 66 publications

The “Trade-Off” of Student Well-Being and Academic Achievement: A Perspective of Multidimensional Student Well-Being

The “Trade-Off” of Student Well-Being and Academic Achievement: A Perspective of Multidimensional Student Well-Being

Instrumentality Gives Girls the Edge: Gender-Differential Relations Between Instrumentality, Achievement Motivation, and Self-Esteem

‘If I do well I feel on top of the world’: Investigating the impact of psychology students’ academic achievement on self-esteem

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